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Results of the COPE Medical Student Curriculum Challenge: Innovative Learning and Teaching About Substance Use/ Opioid Use Disorders

Curriculum designs coming soon!

In the spring of 2021, COPE released a call for submissions to the Medical Student Curriculum Challenge: Innovative Learning and Teaching About Substance Use/ Opioid Use Disorders, in support of current initiatives of the American Academy of Medical Colleges (AAMC) and the American Association of Colleges of Osteopathic Medicine (AACOM). This Opioid Response Network-funded initiative challenged medical students to utilize their knowledge and creativity to design learning resources related to the development of the knowledge, skills and attitudes critical to providing care to persons with substance use/ opioid use disorders (SUD/OUD).

COPE received 36 outstanding submissions from over 32 medical schools across the country. Each submission was reviewed twice, using a rigorous scoring system. The highest scoring submissions received modest monetary reimbursement for their work on the curriculum designs, which are provided here for adoption or adaption in medical schools across the country.

The eight winning “curriculum designs” are here to download: (in no particular order):

  • “Variety of topics relevant to opioid use disorder, emphasizing the patient perspective.” From Rutgers New Jersey Medical School
  • Introduce pre-clinical medical students to the field of addiction medicine.” From Oregon Health and Science University
  • “LICENSE (Language, Impact, Communication, Engagement, Non-Stigmatizing, Effectiveness).” From the Renaissance School of Medicine at Stony Brook University
  • “Comprehensive substance use disorder (SUD) curriculum for second year medical students using multiple learning settings and formats.” From the Frank H. Netter MD School of Medicine at Quinnipiac University
  • “Reducing Stigma by Unmasking Unconscious Bias.” From Rush Medical College
  • “Reduce overdose deaths by increasing naloxone distribution efforts while educating about opioid/substance use disorder, harm reduction, and medical-assisted treatment (MAT).” From the Student Osteopathic Medical Association Opioid Overdose Prevention Task Force
  • “Evidence-based teaching on substance use disorder and women’s health with a strong emphasis on opioid use disorder in pregnancy.” From the Boston University School of Medicine
  • “Curriculum: Innovative Flipped Classroom Curriculum Approach to Learning About Substance Use Disorders and Their Treatment for Medical Students.” From the Philadelphia College of Osteopathic Medicine

The four submissions that earned the distinction of Honorable Mention are also available for adoption or adaption:

  • “Humanizing Substance Use.” From the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
  • “Bias and stigma surrounding the disease known as addiction, and preparing student physicians for future encounters with SUDs patients.” From the University of New England College of Osteopathic Medicine
  • “Training sessions for rising physicians on opioid overdose identification/ naloxone administration and informed and effective counseling for family members and friends of patients who suffer from Substance Use Disorder (SUD).” From the FIU Herbert Wertheim College of Medicine
  • “Build structural competence in SUD care and introduce harm reduction principles.” From the Albert Einstein College of Medicine

FMI contact Jenifer Van Deusen, COPE Executive Director, jen@copenow.org.

Funding for this initiative was made possible (in part) by grant nos. 6H79TI080816 and 1H79TI083343 from SAMHSA. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices.